INTELLECTUAL DISABILITY - THE ROLE OF THE PEDAGOGUE IN THE PLAYFUL TEACHING-LEARNING PROCESS IN ELEMENTARY SCHOOL

Abstract

This paper, entitled “Intellectual disability – the role of the pedagogue in the teaching-learning process in elementary school,” aimed to discuss the work and research that deals with the learning process of students with intellectual disabilities in elementary school, focused on working with this target audience from a playful perspective, aiming to support individuals and groups involved in this process, from the perspective of diversity and inclusion. It aims to guide the pedagogue so that he can ensure the success of learning and motivation of the disabled child, offering the necessary tips for learning. Since the research problem aims to understand, how can the pedagogue, through the assistance to disabled students, contemplate learning? This is justified by realizing that pedagogical assistance is fundamental, both for children with ID and for their families. This research will be of the bibliographic type, of a qualitative and descriptive nature, which was theoretically based on bibliographic. This is the type of research that connects the researcher to the topic to be investigated, the basis that feeds scientific investigation. Among the results of the research is the understanding that the pedagogue can contribute through his/her work to assign meaning to learning with games and playful toys, since these activities arouse the interest of children with ID in the incessant search for knowledge.